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PREPARING EACH LEARNER FOR SUCCESS:THE REDESIGN JOURNEY OF THE SCHOOLS OF EASTERN CARVER COUNTY
Eastern Carver County Schools – District 112
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Redesign the secondary schools of Eastern Carver County to prepare students for a future we can not predict.
The Charge
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TEACHERS CONFERENCE
1703
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Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write!
What if… Karl Fisch http://www.lps.k12.co.us/schools/arapahoe/fisch/whatif/whatif.ppt
Thornburg, David. Edutrends 2010: Restructuring, Technology, and the Future of Education. Starsong Publications, 1992.
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PRINCIPALS ASSOCIATION
1815
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Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?
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NATIONAL ASSOCIATION OF TEACHERS
1907
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Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.
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THE RURAL AMERICAN TEACHER
1928
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Students today depend upon store bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education.
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FEDERAL TEACHERS
1950
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Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.
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The Teams
Secondary Redesign Team 50+ teachers, administrators, students, and community members Meeting monthly, reading literature, creating vision, mission, core principles, and strategies
Building Core Teams Team for each of five secondary schools (three middle schools and two high schools – one to be built and opened)
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Secondary Schools MissionTo prepare each learnerfor
successful completion of a post-secondary educational
program,life-long learning,
career opportunities,and meaningful contributions as
a citizen of the local and global
communityby
providing personalized, rigorous,
and relevant learning experiences.
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Core Principles
Six interdependent core principles guide our work
Safe and nurturing environment Engaged learners Strong partnerships Integrated curriculum, instruction &
assessment Excellent educational team Dynamic organization
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A Realization
No one jumps a 20 foot chasm in two 10 foot jumps. – Miguel Guhlin
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Jumping the Chasm – Revolutionary Change
Open a new high school Transition to three middle schools Reorganize staff in buildings Change school boundaries Change daily schedule Change graduation requirements Implement houses Implement 9th and 10th interdisciplinary teams Modify curriculum in every department Curriculum maps for every course Areas of interest and programs of study Capstone courses Accelerated courses Mastery learning implementation
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What do we want our students to know, do, understand, and be like?
Graduation Requirements
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Curriculum Impact of Redesign
Primary goal was to redesign course offerings to meet our new vision and develop a more focused academic program
All content areas underwent a review process of existing courses
Courses were eliminated, redesigned, or new courses were developed
Curriculum maps were developed for all secondary courses
All electives were organized within four areas of interest
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Areas of Interest
Arts and Communication
Global Studies Health and Social Sciences
STEM (Science, Technology, Engineering, and Math)
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Programs of Study
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Capstone Course Graduation Requirement
Students will fulfill their graduation requirement by completing a culminating experience in a Capstone course within a program of study. Capstone courses will reflect best practices in project-based learning and focus in one or more the following areas:
Internships & Mentoring Research & Product Development Publishing & Exhibition Real Solutions for Community & Global
Problems
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learning is our constant.
Time is a variable….
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Accelerated Courses
Full-year Physics (9th gr) compacted into Physics X (9th gr, 1st sem)
Full-year Chemistry (10th gr) compacted into Chemistry X (9th gr, 2nd sem)
Same content, 2.0 credit/yr
Remove much direct instruction, repetition, and practice
Assume higher math ability and motivation
English 9, 10, and 11 compacted into English X (9th-10th gr)
Same standards, 1.5 credit/yr
Add depth, rigor, independence in reading selections and analysis
Assume higher reading/ writing ability and motivation
Science English
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Accelerated Courses
X classes by invitation only Identification rubric mainly based on
standardized test scores at 95th percentile over multiple years
Criteria identifies 10-15% of our students Of identified students, 10-20% opt out
Benefits for students Challenges student with faster pace (and
more depth and complexity in English) Creates opportunity for additional courses in
student schedules
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Mastery Learning in District 112
Collaborative process led by teacher leaders
Identified common proficiencies based on foundational standards (necessary for success within course or future courses)
Common assessment system Students must show mastery to earn credit for course
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Mastery Learning in Science
Regular assessments (quizzes, individual skill checks)
Quick feedback Frequent and repeated opportunity to
demonstrate mastery throughout course Individualized assessments created by
locally developed software Formative data informs remediation and
extension needs for students Continual reinforcement of foundational
standards
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Mastery Learning - Lessons Learned
Students can master foundational standards
Focus needs to shift from teaching to learning
Student lack of prior knowledge/skills mitigated
Gains in student achievement observed
Student efficacy increased
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A promising start
Preliminary Results
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Results – AP: Continued Fast Growth
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200
400
600
800
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1400
2007 2008 2009 2010 2011
AP Course Enrollments: 83% increase in 4 yrsAP Exams Given: 161 % increase in 4 yrsAP Exams Passed: 120% increase in 3 yrs
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Results – AP: Quantity AND Quality
2007 691 AP enrollments 35% took AND passed AP Exam
2010 1,093 AP enrollments 49% took AND passed AP Exam
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Results - ACT
Class of 2007 (533 graduates) 452 students took ACT 22.4 average composite score
Class of 2010 (540 graduates) 521 students took ACT 23.7 average composite score
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THE JOURNEY CONTINUES…
QUESTIONS… CONTACT USLYNN SCEARCY [email protected]
952-556-6181DAVID BRECHT
Eastern Carver County Schools – District 112